Interdisciplinary Teamwork for Creativity

Our lab aims to explore critical process factors that can lead to team creativity. Please see our example work:

A model of interdisciplinary team creativity: Exploring facilitators, inhibitors, and critical processes

This study explored the critical facilitators, inhibitors, and processes for fostering creativity within interdisciplinary design teams. Using a constant comparative analysis, we uncovered factors that contributed to creativity at the individual level, the team level, and the resource level. Our key findings included 12 critical team process phases to illustrate a holistic model of interdisciplinary team development for creativity.

Han, S. J., Zadegh Abadi, M., Jin. B., & Chen, J. (2019, accepted). A model of interdisciplinary team creativity: Exploring facilitators, inhibitors, and critical processes. Proceedings of the 2019 Academy of Human Resource Development International Research Conference in the Americas. Louisville, Kentucky, USA.

A collaborative active learning model: As a vehicle for online team learning in higher education

Han, S. J., Lim, D. H., & Jung, E. (2018). A collaborative active learning model: As a vehicle for online team learning in higher education. In S. Keengwe (Ed.), Handbook of research on blended learning pedagogies and professional development in higher education. (pp. 40-59). Hershey, PA: IGI Global.

A Multi-level model of collaboration and creativity

Creativity does not occur in a vacuum as an enabling environment must exist. We provided a framework for considering teaming and creativity as process of multilevel collaboration.

Beyerlein, M., Han, S. J., & Prasad, A. (2017). A multi-level model of collaboration and creativity. In R. Reiter-Palmon (Ed.), Team creativity. (pp. 195-224) New York, NY: Oxford University Press.

Facilitating multicultural student team engagement in higher education: Three phase model of project teams in digital learning environment

This article focuses on engaging students in digital learning environments through introduction of a three-phase model of multicultural online project team. By synthesizing these critical process factors, we created an integrative phase model within the multicultural online project team processes, categorizing them into either a task or a socio-emotional process. The findings suggested that cultural diversity in teams negatively impacted the process factors, such as communicating, trust building, establishing expectations, intercultural learning, and knowledge sharing.

Han, S. J., Liau-Hing, C., & Beyerlein, M. (2017). Facilitating multicultural student team engagement in higher education: Three phase model of project teams in digital learning environment. In S. Keengwe & P. Bull (Eds.), Handbook of research on transformative digital content and learning technologies. (pp. 184-210). Hershey, PA: IGI Global. DOI: 10.4018/978-1-5225-2000-9.ch011